CAA-accredited programs elect the academic and practitioner members of the CAA. Each program, whether accredited in audiology or speech-language pathology, may cast one vote for each vacancy on the CAA, regardless of whether the position is in audiology or speech-language pathology. Candidacy programs are not eligible to vote.
Program directors are encouraged to include all faculty in the relevant profession in the discussion regarding the vote to be cast by the program. Programs are encouraged to review the roles and responsibilities of CAA members as outlined in Chapter V: Operation of the Council on Academic Accreditation in the Accreditation Handbook when considering the candidates for each position as well as the current CAA roster.
Election Schedule and Notification
The CAA provides the program director for each accredited program in good-standing instructions and the link to the election site. Online voting commences Thursday, August 27, 2020, and concludes Tuesday, September 15, 2020, at 11:59 p.m. EDT.
All candidates will be notified as described in Chapter VI: Nominating Committee of the Accreditation Handbook. After the candidates have received notification, the election results will be announced via appropriate publication vehicles.
Candidates for Election to the CAA
The CAA Nominating Committee developed the following slates of candidates to serve on the CAA beginning January 1, 2021. Accredited programs will select from among these candidates to fill the three vacancies. Note: There are no practitioner member vacancies for 2021.
Slate for Academic Members in Audiology (one vacancy)
Susan Gordon-Hickey, AuD, PhD
Interim Dean & Associate Professor
Pat Capps Covey College of Allied Health Professions
University of South Alabama
Since 2014, I have served the CAA as a site visitor. In 2018, I began service as a site visit chair. Through this experience, I have developed my understanding of the standards and requirements of CAA. Additionally, I have enjoyed aspects of coordinating a site visit, including preparing the site and the team for the physical site visit. I have had the opportunity to review many programs and how each program works to meet accreditation standards. Additionally, I’ve shared in significant and involved discussions within site visit teams regarding specific aspects of how a program did or did not provide adequate evidence for a standard. Additionally, I have experience in preparing and providing the site visit report to the CAA.
Additionally, I have experience with accreditation from the perspective of a program. I am an Associate Professor of Audiology and I teach in our Au.D. program. Previously, I have served in other leadership roles, including Graduate Coordinator for Audiology. Currently, I am also serving as the Interim Dean in our College where all aspects of accreditation fall within my responsibilities.
These attributes allow me an understanding of accreditation from both the perspective of a site visitor and a program member. I would like to have the opportunity to serve on the CAA Board to contribute to our profession as well as gain the perspective of an accreditation board member.
Thank you for your time and consideration.
Erica Williams, PhD
Clinical Associate Professor
College of Health Solutions
Arizona State University
I bring to the election slate for CAA Academic Member-Audiology both breadth and depth of experience from my time as a Clinical Associate Professor in the AuD program at Arizona State University. My faculty responsibilities include clinical supervision, clinical rotation and externship coordination, on-ground classroom teaching, and faculty service. I have additional adjunct experience developing and teaching online coursework for Northern Arizona University. I’ve served for nearly two years between the roles of interim AuD Program Director and Academic Program Lead. During this time I’ve co-lead our recent self-study and site visit leading to successful re-accreditation. This has the benefit of a strong working knowledge of SLP accreditation requirements along with the intimate working knowledge of those for AuD. I value approaching issues, and our programs, in a dynamic, creative manner, particularly important as we chart the rocky waters of CSD programs in the era of COVID. Currently, I’m guiding our faculty through an examination of our curriculum, looking at redundancies and gaps across courses, methods of ensuring consistency across didactic and clinical coursework, and continued non-COVID use of simulation. I thrive upon that level of detail and attention to our curriculum, along with thinking and dreaming for the future. I also fully recognize the importance of such projects being completed as a team, with the voice of all involved members being heard and valued. It is these same qualities combined with my accumulated experience that leave me an ideal candidate for the CAA Academic Member-Audiology position.
Slate for Academic Members in Speech-Language Pathology (two vacancies)
Virginia Dubasik, PhD
Department of Communication Sciences and Disorders
Bowling Green State University
Bowling Green, Ohio
As a Faculty member of a CAA-accredited program, I bring to the table more than nine years of experience with graduate education, both inside the classroom and out. I understand the rigorous nature of our program and the importance of maintaining academic and clinical standards for graduate training programs. I have relevant knowledge and skills pertaining to policy development and implementation in practice. Through department, university and professional service opportunities, I have developed an understanding of higher education in general, and the processes involved in creating and implementation standards of practice. This is an ongoing and evolving effort. Soon I will be assuming a graduate coordinator position in my department and believe that membership on CAA will further advance my knowledge and skills in program operations. I have built an extensive network of faculty peers and administrators, and have the full support of my administration to serve CAA. I look forward to this opportunity on the front line of supporting clinical training programs and ensuring that programs address the needs of graduate students while in compliance with CAA.
Jean Gordon, PhD
Department of Communication Sciences & Disorders
University of Iowa
Iowa City, Iowa
Over the past 20 years, I have played an active role in the governance of our own department, including preparing for internal and CAA review processes, developing mission statements and strategic plans, and modifying our curriculum to meet ASHA standards and our own goals. As Chair of the Admissions Committee for the MA program, I have been particularly concerned with the maintenance of our standing as one of the country’s top programs. I am also an active contributing member of two interdisciplinary programs at the University of Iowa (the Aging Studies program and the Neuroscience program), which has provided me with a broader perspective on program development. In 2018, I served as an internal reviewer for the Health and Human Physiology program, which gave me some insight into the departmental review process.
Memorie Gosa, PhD
Associate Professor / Pediatric Speech-Language Pathologist
Director of Graduate Studies
Department of Communicative Disorders
The University of Alabama
Over the last 18 years, I have been fortunate to work in both clinical and academic settings. I have worked across both sides of the graduate education experience–as a clinical supervisor for students and new hires and most recently as a professor providing background knowledge and skills to graduate students in a classroom setting. I will bring expertise in the areas of accreditation, standards development, graduate curriculum development and implementation, and clinical training development to my role as a member of the CAA. This expertise was developed through my experience as a clinical lead and preceptor for students and new hires in a large pediatric acute care setting, member of the graduate faculty and participation in the curriculum, comprehensive exams, and graduate admissions committees at the University of Alabama, participation in the joint committee for establishing competency in dysphagia practice, and my role as Chair of the American Board of Swallowing and Swallowing Disorders (ABSSD). I have a grounded appreciation for the challenges and necessity of both sides of the graduate education experience. I hope to share my knowledge and experience with others on the CAA as we work to carry out the vision of promoting excellence and assuring quality in the education of audiologists and speech-language pathologists.
Alan Smith, EdD
Program Director and Associate Professor
Department of Otolaryngology-Head/Neck Surgery-and Communicative Disorders
Division of Communicative Disorders; Section of Speech-Language Pathology
University of Louisville
Thank you for reviewing this statement of expertise as a component of the vetting process to identify the next members of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). I wish to serve as an academic (speech-language pathology) member. My philosophy within higher education centers on commitments that comprise teaching excellence, scholarly pursuits, and service. To that end, I am an associate professor and serve as the director for the graduate program in CSD at the University of Louisville (UofL); a position I have held since 2014. I have been a faculty member since 2008. I balance my time between administration, teaching, advising, and elected clinical responsibilities. I routinely serve as lead instructor for 1-2 graduate courses each semester. I have also successfully mentored student thesis research and provided committee membership to others. Clinically, I am a consultant with the Department for Disability Determination Services; an arm of the Social Security Administration. I successfully led the program through the re-accreditation process in April 2015 and have completed timely annual reports since that time. I currently serve as a site-visitor for the CAA. I am passionate about the accreditation process and deeply respect the principles and standards on which accreditation is based. I am a logical and organized individual and strongly feel that my set of skills and abilities will serve the CAA well.